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Powers, Kristin; Mandal, Arpita – Contemporary School Psychology, 2011
Within the Response-to-Intervention framework, students who fail to profit from high-quality general education instruction, accommodations, and supplemental instruction progress to a more intensive intervention program, sometimes referred to as "Tier III." This article describes a problem-solving approach to designing such intensive, data-based,…
Descriptors: Intervention, General Education, Problem Solving, Supplementary Education
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Tchetagni, Josephine; Nkambou, Roger; Bourdeau, Jacqueline – Journal of Interactive Learning Research, 2006
This article presents a framework for the cognitive diagnosis of learners' errors in an interactive learning activity occurring in an intelligent learning environment. The proposed framework supports the implementation of an authoring tool. This tool helps instructional designers to specify the features of a component for cognitive diagnosis. Two…
Descriptors: Intelligent Tutoring Systems, Instructional Effectiveness, Models, Instructional Design
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Chafouleas, Sandra M.; Martens, Brian K.; Dobson, Robin L.; Weinstein, Kristen S.; Gardner, Kate B. – Journal of Behavioral Education, 2004
The impact of adding performance-based interventions to a skill-based intervention on oral reading fluency was examined with 3 elementary students identified as having difficulty with reading. Two performance-based interventions were combined with the skill-based intervention Repeated Reading (RR) to create the three instructional packages…
Descriptors: Oral Reading, Reading Fluency, Reading Improvement, Reading Difficulties